The Teacher Development Colloquium 2026, hosted by the Department of Basic Education (DBE) in partnership with VVOB education for development from 14 to 16 September 2026, brought together government leaders; higher education institutions; teacher unions; researchers; practitioners; and civil society under the theme: “Growing Great Teachers for Scalable Impact.” The Colloquium was officially opened by Mr Mathanzima Mweli, DBE’s Director-General, and concluded with remarks by Dr Reginah Mhaule, Deputy Minister of Basic Education, underscoring the strategic importance of teacher development within South Africa’s education system.
In his opening address, Mr Mweli challenged delegates to move beyond fragmented initiatives and work towards a coherent, integrated teacher development system. He highlighted several pitfalls that can undermine progress, including focusing on activities rather than impact; designing programmes without meaningful teacher involvement; allowing technology to drive pedagogy; neglecting support for early-career teachers; and failing to connect policy with research, monitoring and implementation. His message reinforced the need for a system-wide approach that places teachers at the centre of education improvement efforts.
The Colloquium provided a unique platform for stakeholders across the education sector to reflect on the current state of teacher development, share innovations and evidence, and identify practical actions to strengthen support for teachers throughout their professional journey. Central to the discussions was the recognition that improved learner outcomes depend on the quality of teaching and the strength of the systems that prepare, support and develop teachers from entry into the profession through to career-long growth.
A major focus of the Colloquium was the presentation of two strategic national initiatives designed to strengthen teacher development at scale. The Online Teacher Development Platform (OTDP), officially launched during the Colloquium, has already recorded more than 148,000 module completions by over 10,700 educators. The platform demonstrates the growing potential of technology-enabled professional learning to provide accessible, flexible and relevant development opportunities for teachers across the country.
Delegates also received an update on the New Teacher Induction Programme (NTIP), which is intended to provide newly qualified teachers with structured support as they transition into the profession. Together, these initiatives reflect the Department’s commitment to strengthening teacher development across the entire career continuum, from initial preparation to ongoing professional growth.
The programme further showcased a range of innovative practices and partnerships supporting teacher development and improved learning outcomes. Presentations highlighted initiatives in early grade reading; play-based learning in early childhood development; climate change education; and gender-responsive pedagogy. These examples demonstrated the value of collaboration between government, development partners, schools and practitioners in addressing educational priorities and advancing quality teaching.